INTRODUCTION Continuing medical education (CME) represents the final and often most poorly understood stage of physician education. The understanding of contemporary theories of physician education and characteristics of effective CME interventions will help CME providers and physician learners to plan productive CME activities and improve learning. This article aims to provide readers with eme...

BACKGROUND Physician recommendation is one of the strongest predictors of mammography use. This study was designed to review research articles assessing the effectiveness of interventions to enhance physician breast cancer screening behavior. METHODS A MEDLINE search was conducted to identify intervention studies published from January 1980 to April 1993. The search was supplemented by review...

this commentary follows up on an editorial by eyal and colleagues in which these authors discuss the implications of the emergence of non-physician clinicians (npcs) on the health labour market for the education of medical doctors. we generally agree with those authors and we want to stress the importance of clarifying the terminology to describe these practitioners and of defining more formall...

PROBLEM ADDRESSED Management of benign prostatic hyperplasia (BPH) is changing from a surgical approach to a medical approach, and the role of primary care physicians is expanding. OBJECTIVE OF PROGRAM To introduce a patient-centred approach to managing BPH in primary care through a continuing medical education (CME) program. MAIN COMPONENTS OF PROGRAM A practice-based, small group, peer-le...

Discussions about competency-based education are occurring at all levels of medical education: medical school, residency, and continuing education. Competencies are also an important aspect of certification and are likely to be a part of physician licensure. The 6 General Competencies from the Accreditation Council for Graduate Medical Education (ACGME)--patient care, medical knowledge, practic...

Many medical authors and organizations have called for physician advocacy as a core component of medical professionalism. Despite widespread acceptance of advocacy as a professional obligation, the concept remains problematic within the profession of medicine because it remains undefined in concept, scope, and practice. If advocacy is to be a professional imperative, then medical schools and gr...

Submitted December 23, 2014; accepted January 5, 2015. Osteopathic medical education is currently navigating stormy waters because of unprecedented changes from the Patient Protection and Affordable Care Act, the Institute of Medicine report Graduate Medical Education That Meets the Nation’s Health Needs,1 and a new single graduate medical education (GME) accreditation system. In response to he...